Investigating the relationships between motivation, strategies and L2 vocabulary knowledge: a structural equation modelling approach

Thesis

Despite significant advancements in comprehending the various factors contributing to effective vocabulary learning, there remains a limited exploration of the interconnections among key factors involved in second language (L2) vocabulary acquisition, particularly concerning the mechanisms through which learners regulate their motivation and learning strategies. This study aimed to address this gap by investigating L2 vocabulary learning, with a specific focus on how different motivational factors and learning strategies jointly influence the vocabulary size of adult learners of English as a foreign language (EFL) in China.

The research involved 143 adult participants (70 females, 66 males) from Jilin province, China. Data was collected through two questionnaires, the first one assessing students' motivation levels in relation to English vocabulary learning and the second one examining their English vocabulary learning strategies (VLS). Additionally, a vocabulary size test was administered to measure participants' vocabulary knowledge (VK).

The findings revealed that motivation only indirectly predicted VK through the mediating effect of VLS. Further analyses indicated that intrinsic motivation (IM) and extrinsic motivation (EM) had only positive and significant indirect effects on VK, and both effects were fully mediated by VLS. However, the impact of IM on VK mediated through VLS was not as strong compared to that of EM on VK when mediated through VLS. The findings, in general, indicate that either intrinsically or extrinsically motivated learners were both likely to employ various strategies, which positively influenced VK.

The study contributes to the existing literature by advancing the understanding of the interconnectedness between motivation, VLS, and VK, which carries both theoretical implications for the field of language learning and pedagogical significance for educators seeking to enhance the effectiveness of L2 vocabulary instruction.

Authors: Mao, Y

• DOI: 10.5287/ora-wrby6oqn6
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: ALSLA; adult learners; vocabulary test; motivation; structural equation modelling; EFL; strategies; L2 vocabulary; ALSLA2023; quantitative
• Subjects: Vocabulary tests; Test of English as a Foreign Language; Structural equation modeling; Second language acquisition; Applied linguistics; Quantitative research; Adult learning; Adult education